Cognitive and Metacognitive Skills in Writing Planning in Students with Autism Spectrum Disorder

If writing is a complex process that requires the coordination of multiple mental operations for students with autism spectrum disorder (ASD), it represents a significant challenge. Due to the specific characteristics associated with their diagnosis, it is essential to understand these traits in order to adapt instruction and support their development. Therefore, this study aims to examine the cognitive and metacognitive skills that students with ASD employ when planning written texts. This research follows a primarily qualitative approach, conducted through a collective case study involving eight students with ASD, aged between 16 and 19 years. Data were collected using a semi-structured cognitive interview, and content analysis techniques were applied to extract information. The findings enabled the identification of the writing planning skills activated by students with ASD during text production, as well as the main difficulties they encounter in this process. Finally, appropriate intervention strategies are proposed to support and enhance writing planning. Based on these findings, the study highlights the need for further longitudinal and context-based research to understand how these skills evolve and which methodological approaches are most effective in fostering their development.